Things I learned from Annamore:
In Zimbabwe, the school day begins with an assembly where the students and teacher(s) are gathered in one place for singing, “inspection” for proper dress and well being, and prayer. From there, they would go to their classrooms.
The composite/multi-level classes are divided into groups with student-leaders appointed within each group. These leaders make sure the other students are on task while the teacher is working with another group. The most difficult issue is not having work for the groups to be engaged in while the teacher is working with a particular group.
She agrees that workshops in the morning and discussions in the afternoon is a good approach. The availability of translators will determine whether this will be done in small groups or one large group. She expressed that our openness to the Mozambican culture and our willingness to not impose “Western” expectations on them is an excellent beginning. As we create and implement these workshops, we need to keep an open mind and be flexible in every sense of the word.
It is our task to provide the teachers with ideas for creative, self-directed activities for the groups who are not being instructed by the teacher.
These ideas should be for activities about 20 minutes in length.
As we think about these workshops, focus on providing the model for the teachers to do with their classes. We will have 22 in our class; they will have 50 or more with a wide range of ability levels.
Form groups with the Mozambican teachers and help them determine their “roles” in the group. (Each group will need a leader, a recorder, etc.). Discuss with the teachers how they form groups with their students and how they assign roles. Encourage the teachers to look for different abilities and gifts in their students so that some who are not normally leaders can take the lead.
· The “stations” should be independent activities with self-checking built into the progression of the activity. When a student “masters” one level, they go to the next level activity. Each station should have brief, clear directions which can be explained orally to the entire group, but also written (or pictured for those who cannot read) at the station itself. · Each activity should have an objective or goal so the student can experience success when the goal is obtained. · These activities should be review and drill, not instructional. The teacher does the instruction then provides practice through the activities.
Jeff 5/20
The cooperative learning approach to which I was referring does involve the role selection in the teams (or "small groups"). To further enhance the learning in the whole classroom the groups should be "shaken" up every 4-8 weeks with new roles (if possible) being established within the groups. In addition to the new roles, the new relationships will perpetuate additional learning. An additional value of the cooperative learning team approach is an endless array of structures by mixing ages, abilities, learning styles, etc.
Carolyn 5/31 Sample for Using Storytelling as a medium for teaching content
NUTRITION MAIN POINT _ WEEK OF _STORY : The Race That Was RiggedGUEST SPEAKER
MATH
LANGUAGE ARTS
SCIENCE
MUSIC
ARTS & CRAFTS
CHRISTIAN ED
SEGUNDA- FIERA
Students make addition flash cards with hares and tortoises to be used all week
Guest tells/reads
The story to each small group. Make cards with key words to read
Sometimes it is better to be fast, sometimes it is better to be slow and steady ---develop scenarios
Maybe develop beats that represent the “hoppy, fast” hare and the “slow, steady t.
Students make masks or puppets to represent the hare and the tortoise---to be used later in week
The hare was mean to tease.God says we must show love.Students tell of times they teased or were teased
TRACA- FIERA
Practice adding with the flash cards.
Make subtraction cards
Re-tell story us-ing masks & puppets made yesterday to act it out. Practice writing key words
Facts about hares and facts about tortoises.Uses in the culture.
Use the beats from yesterday to act out fast or slow things--walking, jumping, dancing, etc.
Students make mosaics that look like tortoise shells
Tortoise showed forgiveness at end.Did the hare show love to the tortoise?How can we show love and forgiveness?
QUARTO- FIERA
Practice adding and subtracting
Older students make multipli-cation cards
Make up a new “round-robin” story about a hare/tortoise. Practice writing key words
Signs of dehydra-tion.Importance of drinking water that is clean. Talk about collecting clean water
Songs of Praise
Hop like Hare
Lumbar like Tortoise
Students draw or paint the new story they make up.
Jesus shows us love all the time.Jesus never deceives us.Jesus never teases us.Jesus is love.
QUINTO- FIERA
Add hares to hares, tortoises to tortoises.What happens if you mix them?
Travel to the Arts & Crafts group to tell new story.Use props and key word cards.
Where are places that have safe water you can drink?Review signs of dehydra-tion.
Songs of Praise
Use beats for spelling
Listen to the other stories from the Lang. Arts group
Discuss the tortoise being deceitful---was it right???God says we must be honest and not deceitful.
SIXTA- FIERA
Students can quiz each other on addition & subtraction
Quiz recognition and writing of key words used all week.
???????????????
Songs of Praise
Use beats to practice math facts
Pick your activity--paint, draw,etc.
Similar Bible Story:I Kings 18:19-39 prophets of Baal vs. prophets of God--No trickery needed
HEALTH & NUTRITION MAIN POINTImportance of drinking clean water, handwashing, staying hydrated when it it hot.
Supply List to Purchase in Mozambique
Assessment
Health & Hygiene
Evangelism
Language Arts Lesson Plans
Art Lesson Plans
Blank Rubric
The Race that was Rigged
Simple Lesson in Instructions
Here is a short lesson that we may be able to incorporate into our plans.Workshop Curriculum Plans & Ideas
Sue 5/19
Things I learned from Annamore:In Zimbabwe, the school day begins with an assembly where the students and teacher(s) are gathered in one place for singing, “inspection” for proper dress and well being, and prayer. From there, they would go to their classrooms.
The composite/multi-level classes are divided into groups with student-leaders appointed within each group. These leaders make sure the other students are on task while the teacher is working with another group. The most difficult issue is not having work for the groups to be engaged in while the teacher is working with a particular group.
She agrees that workshops in the morning and discussions in the afternoon is a good approach. The availability of translators will determine whether this will be done in small groups or one large group. She expressed that our openness to the Mozambican culture and our willingness to not impose “Western” expectations on them is an excellent beginning. As we create and implement these workshops, we need to keep an open mind and be flexible in every sense of the word.
It is our task to provide the teachers with ideas for creative, self-directed activities for the groups who are not being instructed by the teacher.
These ideas should be for activities about 20 minutes in length.
As we think about these workshops, focus on providing the model for the teachers to do with their classes. We will have 22 in our class; they will have 50 or more with a wide range of ability levels.
- Form groups with the Mozambican teachers and help them determine their “roles” in the group. (Each group will need a leader, a recorder, etc.). Discuss with the teachers how they form groups with their students and how they assign roles. Encourage the teachers to look for different abilities and gifts in their students so that some who are not normally leaders can take the lead.
· The “stations” should be independent activities with self-checking built into the progression of the activity. When a student “masters” one level, they go to the next level activity. Each station should have brief, clear directions which can be explained orally to the entire group, but also written (or pictured for those who cannot read) at the station itself.· Each activity should have an objective or goal so the student can experience success when the goal is obtained.
· These activities should be review and drill, not instructional. The teacher does the instruction then provides practice through the activities.
Jeff 5/20
The cooperative learning approach to which I was referring does involve the role selection in the teams (or "small groups"). To further enhance the learning in the whole classroom the groups should be "shaken" up every 4-8 weeks with new roles (if possible) being established within the groups. In addition to the new roles, the new relationships will perpetuate additional learning. An additional value of the cooperative learning team approach is an endless array of structures by mixing ages, abilities, learning styles, etc.Carolyn 5/31 Sample for Using Storytelling as a medium for teaching content
NUTRITION MAIN POINT _
WEEK OF _ STORY : The Race That Was Rigged GUEST SPEAKER
SEGUNDA- FIERA
The story to each small group. Make cards with key words to read
TRACA- FIERA
Make subtraction cards
QUARTO- FIERA
Older students make multipli-cation cards
Songs of Praise
Hop like Hare
Lumbar like Tortoise
QUINTO- FIERA
Songs of Praise
Use beats for spelling
SIXTA- FIERA
Use beats to practice math facts
HEALTH & NUTRITION MAIN POINT Importance of drinking clean water, handwashing, staying hydrated when it it hot.